HUNDRED RESEARCH REPORT #008 Forerunner: Improving in Ten ways to improve education and learning in the city of Helsinki

Report

NOVEMBER 2019

HUNDRED.ORG Contents FORERUNNER: IMPROVING EDUCATION IN HELSINKI – TEN WAYS TO IMPROVE EDUCATION AND LEARNING IN THE CITY OF HELSINKI

Ruoho Noora, Leponiemi Lasse, Taimela Ilona (2019), ‘Forerunner: Improving education in Helsinki – Ten ways to improve education and learning in the city of Helsinki’ FOREWORD – THE CITY OF HELSINKI 4 HundrED Research. https://hundred.org/en/research

FOREWORD – HUNDRED 7 Published November 2019 HUNDRED IN BRIEF 8 Authors Noora Ruoho, Lasse Leponiemi, Ilona Taimela Editors Chris Petrie, Katija Aladin, Saku Tuominen THE FINNISH EDUCATION SYSTEM 12 Graphic design Jyri Öhman / Kilda SYSTEM-LEVEL INNOVATIONS IN HELSINKI 26 Layout Maria Paukkunen / Iidee

PHENOMENON BASED LEARNING 28 Conclusions and recommendations from HundrED reports represent the author’s own views. LEARNERS AS DECISION MAKERS 30

EARLY LANGUAGE LEARNING 32 Thank you to the Helsinki Education Division workgroup LOCAL DAYCARE AND SCHOOL 34 which made this work possible. EXPERT AND TUTOR TEACHERS 36

SMART LEARNING ENVIRONMENTS 38

ENTREPRENEURIAL AND WORK LIFE SKILLS 40

WHOLE CITY AS A LEARNING ENVIRONMENT 42

DESIGN AND INVENTION 44

LEARNERS WELLBEING AND HEALTHCARE SERVICES 46 This report has been produced SOURCES 50 in cooperation with the City of Helsinki Education Division.

HundrED also gratefully acknowledges the support of our global partner Supercell.

HUNDRED RESEARCH HUNDRED.ORG

HUNDRED.ORG 3 The goal in Helsinki is systemic change, with a focus on global future civic skills, the whole city as a learning environment, and the creation of a sustainable future.

Foreword – The City of Helsinki

Helsinki is a forerunner in education and one of the leading trailblazers in the world. Helsinki’s model of phenomenon based learning is at the core of learning in the city. Helsinki is reforming its educational activities and investing in digitalisation, various Phenomenon based learning is flexible and open to change. It emphasises commu- experiments and cooperation with startups, as well as social inclusion and equality. nity spirit, cooperation skills, the application of data, and creative and critical think- Education is unique in , because regardless of the learner’s social, economic, ing. Whenever there is an event that interests students, schools are encouraged to ethnic or linguistic background, everyone has equal opportunities for learning and discuss it soon after. This will increase students’ understanding of the world, make obtaining a quality education. In Helsinki, every school is a good school. them more motivated to learn, and develop their skills.

Education improves the city’s competitiveness and creates vitality and culture. This In Helsinki, our educational goal is to focus on learning and its development. We is realised by empowering the city’s schools and daycare centres as innovative edu- want to transform Helsinki into an innovative city of lifelong learning. cation and training developers that reform learning from pedagogical standpoints. Education must be able to predict and respond to increasingly rapid changes in so- ciety and the labour market. The goal in Helsinki is systemic change, with a focus on

Liisa Pohjolainen HannesPicture: Victorzon global future civic skills, the whole city as a learning environment, and the creation of a sustainable future. Digitalisation will bring significant pedagogical value to the Executive Director learning process, growth and development of learners. Helsinki is continuously and of the City of Helsinki Education Division systematically developing teachers’ pedagogical and digital expertise, and head- masters’ pedagogical and change management skills.

4 HUNDRED.ORG HUNDRED.ORG 5 Foreword – HundrED

The operating concept behind HundrED stemmed from the needs of the Finnish international studies, a sustainable way of life, and global responsibility. This prac- education system. In 2016, Finland launched a new basic education curriculum, tice has created a fruitful starting point for the development of old and new oper- which was the product of a collaborative effort by teachers and professionals in ating models. the educational field. HundrED spent its initial years identifying Finnish educational innovations that helped teachers achieve the goals of the new curriculum. This report presents operating models for implementing the goals of the new cur- riculum, which were created within and are used by the City of Helsinki’s educa- Since the publication of the current curriculum, the international media have pub- tional system. Regarding the models presented in the report, it is worth noting lished partly incorrect information about the proposed educational reforms; some that they are being applied in public education throughout the city, with specific articles, for example, incorrectly claimed that Finland would give up teaching tra- resources being allocated for this. ditional subjects. Although the curriculum does not include such radical reforms, the change has nevertheless been significant for the Finnish education sector. Lasse Leponiemi Noora Ruoho The Finnish curriculum defines the subjects and overall themes that must be ad- dressed with regard to learners of different ages. With regard to implementing the Executive Director Researcher curriculum, the Finnish education system relies heavily on properly trained teachers and their pedagogical freedom to achieve their goals as they see fit. For those work- ing in education, the new curriculum created an interesting challenge in terms of how to renew practices and increase co-teaching to enable a multidisciplinary approach.

The curriculum specified in more detail than previously a number of comprehensive, multidisciplinary subject combinations that cut across several traditional subjects. These could include: technology and society, multiliteracy and media, cultural and

6 HUNDRED.ORG HUNDRED.ORG 7 HundrED In a fast changing world multidisciplinary skills are needed in brief in addition to traditional academic skills.

HundrED Manifesto HundrED in Practice

The purpose of education is to help every child flourish, no matter what happens HundrED Global is a collection of 100 inspiring innovations in K12 education that HundrED’s Research team discovers and analyzes leading innovations in K12 in life. In a fast changing world focusing on traditional academic skills will remain are researched, interviewed and recognized by our research team as innovative, education globally to select 100 that are innovative, impactful and scalable. We important, but that is not enough. To thrive as global citizens, children must be impactful and scalable. also conduct original research to understand the enablers and barriers that lead to ­ equipped with a breadth of skills. the spread of effective educational innovations. Moreover, we work with many HundrED Forerunners and Spotlights create partnerships between HundrED partners on highlighting leading educational innovations based on a theme or re- While we are advocates of child-centric approaches and personalized, pas- and local partner organizations to focus on a location or theme to research, under- gion for our spotlights. sion-based learning, the relationship between an inspired teacher and a moti- stand and share ten impactful & scalable innovations. vated student will remain essential. Assessment has to be aligned with the core To celebrate the release of our Global Collection we annually organize the HundrED purpose of helping kids flourish and all of this should be reflected in the learning HundrED Open is our open resource platform where anyone can share their in- Innovation Summit for the world’s most inspiring education innovators, educa- environment of the future. novative work in education for free and enter to be considered for the annual tors, youth and other engaged stakeholders, in Helsinki (Finland). HundrED Global Collection. To make this happen, we need visionary leadership at every level of our education system and ambitious education innovations; innovative, impactful and scalable HundrED’s Community comprises our innovators, educators, ambassadors, youth approaches that are effective also in low-resourced environments. and soon, funders. They support our work in discovering inspiring K12 education innovations and help us in spreading our annual innovation collections with local The world of education is full of hardworking specialists who are making this hap- education innovation communities. pen every day. At HundrED we work to give them the recognition and visibility they deserve. HundrED’s Media team create news articles and community blogs, and maintains HundrED’s digital platforms to help our global audience discover innovations from Our goal is to help improve education and inspire a grassroots movement by en- around the world easily. couraging pedagogically sound, ambitious innovations to spread across the world.

8 HUNDRED.ORG HUNDRED.ORG 9 HundrED Forerunners

IMPROVING EDUCATION IN SYSTEMS

The challenge At HundrED, we love all kinds of education innovators: from teach- The network Although these innovations differ slightly from the grassroots inno- ers to entrepreneurs and from-non profits to start-ups. We believe that impactful vations we’ve selected in the past, the end goal is still the same. If and when they and scalable innovations can make change happen. So far we have mostly focused are impactful, our goal is to help them scale. But in this case, we try to help them on innovations that scale bottom-up – or in other words – grassroots innovations scale to like-minded education stakeholders. For example, in the case of Helsinki, that have the potential to work in a range of contexts. However to make change we hope these all or some of these 10 “city-wide innovations” could be useful in happen quickly and at scale for example, in every school of a city, we should also many other cities of the world, both big and small. As a result, we want to create be spending time with top-level educators. They have the means to achieve qual- a network of innovative education forerunners who can share innovative practic- ity education for all students. And like the grassroots innovators, they also lack es with each other. We envision a sharing of best innovations between countries, the time and connections to share their innovations to like-minded leaders states, cities or school networks that have a mission to help every child flourish. around the globe.

Our solution To partner with that top level, we have created a new initiative called Education Forerunners, with the goal of identifying education stakeholders who are making change happen at scale. They can be countries, states, cities or net- works of schools. Together with these forerunners, we aim to identify top level innovations that improve education immediately at a large scale. These can be system-level innovations, innovative strategies, or eco-systems that encourage innovation. We are excited to announce that the first HundrED Forerunner is the city of Helsinki. Together, we have identified 10 innovative approaches with a goal of improving education in every school of the city.

10 HUNDRED.ORG HUNDRED.ORG 11 The Finnish DOCTORAL DEGREES LICENCIATE DEGREES education MASTER’S DEGREES MASTER’S DEGREES system Universities Universities of Applied Sciences BACHELOR’S DEGREES BACHELOR’S DEGREES Universities Universities of Applied Sciences Flexible and equitable Specialist vocational

education system qualifications

Further vocational qualifications It is a key element of the Finnish education system that equal opportunities are The Finnish education system consists of many levels: early childhood education offered to all. Education is guaranteed by the constitution and is free of charge and care, pre-primary education, basic education, upper , vo- MATRICULATION EXAMINATION Initial vocational VOCATIONAL QUALIFICATIONS Vocational institutions from all the way to and the level. Education is cational education and training, and (see Figure General upper secondary schools qualifications accessible to everyone regardless of their financial status, age, ethnicity or mother 1). People in Finland also train through liberal adult education and basic education in tongue. The effectiveness of the Finnish education system hinges on these factors. the arts. A key feature of the Finnish education system is that there are no educa- PREPARATORY EDUCATION tional dead-ends; students can move flexibly between various types of education. Voluntary additional year of basic ed. Vocational institutions Finland has compulsory education by law. All children must complete comprehen- The objective is that students should always have an alternative if the current ed- sive school or otherwise acquire the knowledge and skills equivalent to a basic edu- ucation path is unsuitable. cation. Most children start school in the year when they turn seven, continuing until BASIC EDUCATION they have completed the curriculum. The 2019 government All levels of education systems are governed nationwide by the Finnish National 7–16-YEAR-OLDS Comprehensive schools has decided to extend compulsory education to include secondary education. This Agency for Education’s grounds and curricula on education. In the Finnish context, means that, in future, all children must complete general upper or the curriculum is regarded as a tool for teaching and planning. It is used for drawing secondary-level . It also means that secondary education will up a comprehensive and controlled system that has no overlapping elements and become free. Although tuition fees have not been charged in the past, the decision creates a continuum between different levels of education. Based on this nation- PRE-PRIMARY EDUCATION 6-YEAR-OLDS means that textbooks and other study material will become free for students. The wide foundation, each municipality must draw up local plans for the provision of timetable for implementing this extension to compulsory education has not yet educational services – this leaves municipalities and cities with considerable flexibil- EARLY CHILDHOOD EDUCATION AND CARE been decided. However, on its website the Ministry of Education and Culture says ity in the organisation, assessment and development of their educational services.3 that this may occur as early as 2021.1

Figure 1. Diagram of the Finnish education system, 2018.2

12 HUNDRED.ORG HUNDRED.ORG 13 Early childhood education and care, and pre-primary education

Organised before compulsory education, early childhood education and care is usu- The Ministry of Education and Culture set up a working group in 2017 to increase ally a child’s first step into the Finnish education system.4 Early childhood educa- the participation rate in early childhood education and care. The report shows that tion and care is defined in the law as a “systematic and goal-oriented entity that attitudes towards early childhood education and care in Finland are divided into consists of upbringing, education and care, with a special emphasis on pedagogy.”5 two camps. Home education and care and early childhood education and care are The purpose of early childhood education and care is to promote and support the often viewed as mutually exclusive, although they could both be regarded as en- child’s overall growth, wellbeing and learning capabilities.6 Early childhood educa- riching a child’s wellbeing and sphere of life.9 tion and care can be organised through daycare centres, family daycare, or open early childhood education and care. Pre-primary education, which was made compulsory in 2015, is provided one year before actual compulsory education either in the same place as early childhood Participation in early childhood education and care in Finland has risen in re- education and care, or at school.10 Most children start at around six years old, and cent years. 79 per cent of 3-to-5-year-old children in Finland participate in early pre-primary education is a natural component of education between early child- childhood education and care. In other OECD countries, 87 per cent of children in hood education and care and basic education, which together form a continuous the same age group take part in early childhood education and care, so Finland is education path. That is, pre-primary education promotes the growth, development slightly below the average.7 The lower percentage of children in Finland in early and lifelong learning skills already touched upon in early childhood education and childhood education and care may be explained by family leave. Thanks to the care.11 Another purpose of pre-primary education is to boost the child’s social skills Finnish family leave system, parents can look after their small children at home, and self-esteem, particularly through play and a positive atmosphere.12 so that the child’s wellbeing, development of parenthood, family livelihood and the parent’s job are secured. From the child’s viewpoint, the key aspects of the family leave system and its use is the child’s right to care provided by its parents, and ensuring the family’s livelihood.8

14 HUNDRED.ORG HUNDRED.ORG 15 Teaching supports pupils’ growth as human beings and ethically responsible members of society.

Basic education Secondary education

All children living permanently in Finland must attend compulsory education.13 After comprehensive school, 90% of the students enter secondary education. following: Finland’s other official language (Finnish or Swedish), a foreign language, Compulsory education is completed by attendance of formal education as speci- Secondary education includes general upper secondary schools and vocational mathematics and one subject measuring general skills (such as the natural scienc- fied in the Basic Education Act, or by learning the facts and skills listed in the basic training. Youngsters who do not choose or cannot get a study place straight af- es or psychology). Students can take other examinations in addition to the above education syllabus by other means.14 Compulsory education begins when the child ter comprehensive school have the opportunity to return to free education later.21 four (such as two foreign languages). The matriculation examinations are the only turns seven and ends when the basic education syllabus has been completed or ten Following comprehensive school, students in upper secondary education can se- standard exams for all students in the Finnish education system.24 25 years have elapsed since compulsory education began.15 Compulsory education is lect between general upper secondary school or vocational education and training usually completed over the course of nine years in general basic education.16 (VET), both of which usually take around three years. It is also possible to com- Vocational education and training provides basic professional skills and qualifica- plete more than one set of secondary level qualifications at a time. This is known as tions in a certain field.26 Vocational education qualifications include vocational upper The objective of basic education is to “support pupils’ growth as human beings and a double qualification, the most common of which is a combination of vocational secondary qualifications, further education qualifications, and specialist vocational ethically responsible members of society, and to provide them with the knowledge education and training and general upper secondary school.22 qualifications. By law, the purpose of vocational education and training is to “im- and skills needed in life.” The Act also emphasises facts and skills related to civic ed- prove and maintain the population’s vocational expertise; provide the opportunity ucation, equality and lifelong learning. The objective of basic education is to create As its name implies, general upper secondary education provides a general educa- to demonstrate one’s professional skills regardless of how they were obtained; de- educational equality in Finland.17 tion and a stepping stone to tertiary education. According to the Act, the purpose velop the labour market and business life, meeting its needs and promoting em- of upper secondary education is to “support students’ growth into good, balanced, ployment; provide readiness to work as an entrepreneur and maintain one’s working Around 560,500 pupils attended comprehensive schools in more than 2,300 schools well-educated individuals and active members of society, providing them with the and working capacity; and to support life-long learning and professional growth.”27 in 2018.18 Municipalities are obliged to organise basic education, but it can also be necessary facts, skills and capabilities they need in working life and their hobbies, Vocational education and training is based on practical aspects and close coopera- provided, with the appropriate permits, by another party.19 According to the latest and for versatile personal development. The purpose of education is also to provide tion with the labour market.28 Both general upper secondary education and voca- percentages, 95 per cent of basic education has been organised by the municipali- students with tools for lifelong learning and self-development.”23 tional education and training make a student eligible for higher-level education.29 ties. The remaining 5% of providers receive government grants based on the num- ber of students, that is, operate partly on the basis of state funds.20 General upper secondary education includes taking nationwide matriculation ex- aminations at the end of this stage. The matriculation examinations consist of four compulsory exams, consisting of the student’s mother tongue and any three of the

16 HUNDRED.ORG HUNDRED.ORG 17 Strengths and challenges of the Finnish education

Finland is continuously trying to develop its education system, which is why it be- Although various educational comparisons are a source of interest in Finland, Justice and equality have always been the strengths of the Finnish education sys- came a world leader in terms of educating for the future30. Finland will not rest on the country’s education system is not developed from the viewpoint of external tem, which aims to ensure equal opportunities for all.35 For example, 95% of edu- its laurels, but is continuously seeking innovative ways of teaching by renewing its inputs, but is studied systematically and in the long term within Finland. Indeed, it is cation is organised by municipalities through public funding,36 and private schools early childhood education and care, and general basic education and general up- the task of the Finnish Education Evaluation Centre to assess the Finnish education are also supported by the government. Education is also free of charge in Finland. per secondary education, curricula in cooperation with the teachers and academic system holistically and at all levels.32 Another of Finland’s strengths has been a system based on local autonomy and researchers. The structure of this development work also prevents politically mo- trust, in which the teaching profession is respected.37 Teacher training in Finland has tivated changes to the basic education or general upper secondary education cur- According to the FINEEC’s 2019 report on the education system, ’ educational a scientific basis, which is regarded as a factor which maintains high quality.38 ricula by Finland’s four-year governments; educational reforms are implemented in strengths lie both in cooperation at multiple levels within the system, as well as the longer term, for 5 to 10 years at a time. outside it. The report also states that the Finnish education system has managed On the other hand, the FINEEC report states that a general education in particu- to respond to topical social phenomena such as the accelerating development of in- lar requires support to ensure quality and create strongly established methods of The Finnish education system has been praised in PISA studies. According to the formation and communication technology; global, sustainability-related problems; assessing education. In Finland, differences in educational attainment have grown 2015 PISA studies, the Finnish education system promotes the learning of coop- and making education meet the needs of working life. According to FINEEC, basic in recent years and seem to grow further as students progress through the educa- eration skills on a very equal basis. Finland comes second, after Iceland, in terms education and general upper secondary education have been one of the strengths tion system. However, developments in Finland are in line with international trends of differences between schools. Moreover, Finnish students’ socioeconomic back- of Finnish education in recent years, by taking account of learners’ specific needs in regarding inequality – other countries are also struggling with divergent learning grounds had very little effect on collaborative problem-solving in comparison to early childhood education and care in particular.33 The Finnish education system has achievements that usually stem from the students’ backgrounds.39 other countries that were successful in the study. Young Finns come third, out of also been distinguished by its wellbeing services in international comparisons.34 For the OECD countries, in terms of their skills in the natural sciences. With regard to example, free health care services, school meals and transportation promote pupils’ reading , Finns have remained among the top countries, as they have in overall wellbeing in Finland. mathematics. However, an alarming development has seen boys and children with an immigration background faring less well at school.31

18 HUNDRED.ORG HUNDRED.ORG 19 Helsinki – the world’s best place to learn

The City of Helsinki is Finland’s largest municipal provider of education. The City In Helsinki, some 90,000 people are growing up and being educated on a daily basis Helsinki’s urban strategy has identified various areas for learning and competence of Helsinki’s Education Division provides early childhood education and care, com- in various learning environments within the city, including early childhood educa- development. The strategy focuses on pedagogically versatile learning opportuni- prehensive school, upper secondary and liberal adult education for all people in tion and care, basic education, general upper secondary education and vocational ties, guaranteed through continuous development of pedagogy, learning environ- Helsinki. The City is not responsible for organising tertiary education. This report education and training, as well as adult education centres. The Education Division’s ments, learning processes and competencies. This ensures that education in Finland primarily discusses general education. more than 13,000 professionals ensure that learners of all ages are provided with is modern and versatile, makes use of digital tools and meets the future needs of high-quality and equal education and learning opportunities. working life. Pedagogy emphasises learners’ strengths.

As an educational vision, ‘Helsinki – the world’s best place to learn’ emphasises the A healthy and motivated learning community is being built in Helsinki by means of significance and impact of learning for all individuals and the whole city. Education motivated staff and participatory leadership. Pupils and students are included in providers rely on doing things together, a human-centred and solution-oriented the educational development. Healthy and safe learning environments improve the Everyone is given an equal approach, and creativity. Their way of working has been summarised as “experi- learning community’s wellbeing and motivation. In Helsinki, teaching is not limited opportunity to learn in the best menting, together, learning”. Providers encourage new, daring and open-minded to school premises; the whole city serves as a learning environment. Schools and educational experiments. other educational institutions organise a certain proportion of their teaching out- possible way, and every school side school premises. This enables pupils and students to learn about many aspects Helsinki aims to reduce inequality by aiming for equal education opportunities. of the city and thereby expand their learning. in Helsinki is just as good as the next Everyone is given an equal opportunity to learn in the best possible way, and every one, regardless of its location. school in Helsinki is just as good as the next one, regardless of its location. The city’s Teaching and learning in Helsinki are attracting widespread attention. In 2018, a to- Education Division is in charge of the Mukana project (Youth Social Inclusion) with tal of 75 international visitor groups, with more than 1,400 persons, visited the City the aim of reducing social exclusion amongst young people and inequality between of Helsinki’s daycare centres, schools and educational institutions. Guests and inter- city areas. national media representatives arrived from almost 50 countries during the year.

20 HUNDRED.ORG HUNDRED.ORG 21 Figure 2. Number and participation rate of children in early childhood education and care.40 Figure 3. Number of students in basic education.41

The number of children in early childhood education and care is 6 percentage points lower Urbanisation is having a positive effect on Helsinki’s growing economic region. The city has than the national average (79%), according to the OECD 2019 report. a positive net migration rate, meaning that the number of families with children, in particular, has grown quickly. This is having a visible impact on the city, in the form of numerous school construction and expansion projects. 2015 participation 2016 participation 2017 participation 2018 participation number • rate number • rate number • rate number • rate 2015 2016 2017 2018

0–2-year-olds 5,840 • 28.7% 6,037 • 30.0% 6,346 • 31.8% 6,230 • 32.2% entire city 48,543 49,744 51,071 52,589

3–5-year-olds 16,443 • 86.3% 17,014 • 87.9% 17,539 • 88.6% 17,980 • 90.0% comprehensive schools run by the city* 38,595 39,762 41,159 42,530

5-year-olds 5,735 • 90.6% 5,698 • 90.9% 5,952 • 92.0% 6,246 • 93.5% of which Finnish-language comprehensive schools 35,268 36,327 37,627 38,975

6-year-olds 5,570 • 92.6% 5,906 • 93.5% 5,854 • 93.0% 6,128 • 94.6% of which Swedish-language comprehensive schools 3,327 3,435 3,532 3,555

state and private schools 9,948 9,982 9,912 10,059 The figures for the children on 31 December, 2018. The figures include the city’s daycare centres, Education in Helsinki in figures family day care, purchased daycare services and private early childhood education and care. The number of pupils are the average of two days when a head count was taken (20 September, 2018). * These figures do not include education in hospitals.

Helsinki is Finland’s largest city, and its most diverse in terms of its population. 2015 2016 2017 2018 2015 2016 2017 2018 This is also reflected in the range of educational services offered by the city. For Finnish 18,922 • 76.2% 19,484 • 75.6% 19,570 • 74.3% 19,520 • 73.0% foreign-language pupils 6,854 7,387 8,078 8,489 example, Helsinki has more than the average number of foreign-language and out- of-town learners, both percentage-wise and in real terms, compared to any other Swedish 1,745 • 7.0% 1,847 • 7.2% 1,894 • 7.2% 1,944 • 7.3% with Finnish-language basic education 6,805 7,320 7,993 8,389 Finnish city. The tables below show the City of Helsinki’s Education Division’s key other 4,152 • 16.7% 4,440 • 17.2% 4,865 • 18.5% 5,274 • 19.7% with Swedish-language basic education 49 67 85 100 figures concerning pupils and learners. percentage of foreign-language pupils 17.5% 18.3% 19.3% 19.7%

The figures for the children on 31 December, 2018. These figures include municipal daycare, number of Finnish as a second language pupils 7,047 7,498 7,955 8,421 family day care and purchased services. percentage of Finnish as a second language pupils 19.7% 20.4% 20.8% 21.4%

pupils in special needs education 4,234 4,463 4,842 5,043

with Finnish-language basic education 4,011 4,197 4,555 4,744

with Swedish-language basic education 223 266 287 299 Every fifth learner in Helsinki speaks percentage of pupils in special needs education 10.8% 11.4% 11.9% 11.7% integration pupils 1,498 1,653 1,916 2,015

some other language than Finnish preparatory education for immigrant pupils 347 408 514 403 or Swedish as their native language. pupils in language immersion education 823 843 893 896 pupils chosen through aptitude test 4,388 4,260 4,353 4,292

The number of pupils are as calculated on 20 September, 2018.

22 HUNDRED.ORG HUNDRED.ORG 23 Figure 4. Number of students taking part in general upper secondary education.42 Figure 5. Number of students taking part in vocational education and training.43

After comprehensive school, pupils can apply to any general upper secondary school. Vocational education and training is a type of upper secondary education. If they so wish, Helsinki not only offers a secondary education to all of its own residents who finish comprehensive students who have completed comprehensive school are given a study place in , but students also come from elsewhere to study. In addition to general upper secondary education and training. One of the key differences between general upper secondary education schools maintained by the city of Helsinki, some general upper secondary schools are private or and vocational education and training has been the quickly rising number of foreign-language maintained by the government. Their student numbers are not included in these comparisons. students in vocational education and training (16.9 percentage points in four years), which can be explained by the rise in the number of immigrants and refugees.

2015 2016 2017 2018 2015 2016 2017 2018 2018 2015 2016 2017 2018

general upper secondary school students, entire city 15,493 15,305 15,133 15,517 foreign-language students 811 871 984 1,051 students of Stadin ammatti- ja aikuisopisto, average for the year 9,812 number of students with special needs 745 870 858 658

students in general upper secondary schools run by the city 7,986 8,006 8,013 8,103 of which Finnish-language general with training entitling to statutory government transfer 7,636 percentage of students with special needs 8.3% 9.7% 9.7% 7.2% 806 863 973 1,034 upper secondary schools of which Finnish-language general upper secondary schools 6,796 6,839 6,850 6,895 with further education entitling to statutory government transfer 281 number of students completing a double degree 327 260 189 204

of which Swedish-language general upper secondary schools 1,190 1,167 1,163 1,208 of which Swedish-language general of which students in apprenticeship training 1,895 percentage of students completing a double degree 3.6% 2.9% 2.1% 2.2% 5 8 11 17 upper secondary schools students in general upper secondary schools education at 7,916 number of foreign-language students 1,836 2,111 2,851 3,433 413 378 357 430 for adults run by the city percentage of foreign-language students 9.6% 10.3% 11.6% 12.4% of which basic education at educational institution 7,247 percentage of foreign-language students 20.4% 23.7% 32.3% 37.5% number of Finnish as a second language students 646 695 800 888 of which Finnish-language general upper secondary schools 372 344 317 385 of which further education at educational institution 281 number of students from outside Helsinki 2,517 2,383 2,275 2,431 percentage of Finnish as a second language students 8.9% 9.7% 11.1% 12.4% of which Swedish-language general upper secondary schools 41 34 40 45 of which preparatory training for vocational education 388 percentage of students from outside Helsinki 28.0% 26.7% 25.8% 26.5% students from outside Helsinki 2,595 2,596 2,700 2,738 general upper secondary school students apprenticeship training 1,895 7,094 6,921 6,763 6,984 in private and state-run schools of which Finnish-language general 2,111 2,108 2,191 2,236 of which basic education in the form of apprenticeship training 614 The number of pupils are as calculated on 20 September, 2018. upper secondary schools students of only specific subjects in general upper 1,582 1,854 1,860 1,569 of which further education in the form of apprenticeship training 1,281 secondary school run by the city of which Swedish-language general 484 488 509 502 upper secondary schools of which Finnish-language general upper secondary schools 1,438 1,736 1,642 1,421 The figures represent averages for the year. of which Swedish-language general upper secondary schools 144 118 218 148 percentage of students outside Helsinki 30.6% 30.8% 31.8% 32.4% students completing a double degree 336 343 360 417 students in general upper secondary school run by the city 432 488 429 451 entitling to statutory government transfer

of which Finnish-language general upper secondary schools 365 351 336 326 The number of pupils are as calculated on 20 September, 2018. The figures do not include students in general upper secondary school for adults. of which Swedish-language general upper secondary schools 67 137 93 125

students in preparatory education in general upper secondary 40 38 44 47 school run by the city

The number of students represent the whole year, that is, an average of the spring and autumn figures.

24 HUNDRED.ORG HUNDRED.ORG 25 Learn more System-level If you are interested in learning more about the operating practices of the City of Helsinki’s Education Division, see: • www.hel.fi/kasvatuksen-ja-koulutuksen-toimiala/fi innovations • www.helsinkioppii.fi/en in Helsinki

High-quality learning for everyone

Like the rest of Finland, Helsinki abides by a strong principle of joint development. In Helsinki, the focus has been on utilizing the experimental culture as part of the Effective and functional operating practices are shared between schools, cities and development of education division. Learning doesn’t happen only in classrooms municipalities. The goal is to focus on the student’s learning, and enable good learn- when the whole city of Helsinki is seen as a learning environment. In recent years, ing results for each learner. Helsinki has also invested in the digitalisation of institutions, development of ex- pert teachers network and early language learning. As the world around us has become more complex, new and versatile skills have been required in order to get by within it. Daycare centres and schools help children The operating models and solutions presented in this report are used extensively and youngsters to grow into the multifaceted world around them. Technology ena- in Helsinki’s public education system. These operating models have been devel- bles individual learning methods and new approaches for collaboration. oped as part of public education, and some aspects have also been applied in other Finnish cities and municipalities. We hope that the solutions and operating models At all levels of education, emphasis is placed on transversal competences and learn- in this report inspire actors in Finland and abroad to implement such operating ing. Transversal competence is a holistic way of understanding individual learning models across entire cities. The City of Helsinki’s activating culture and open intro- which is conducive to humanity, through knowledge, skills, values and attitudes. duction of its operating models can be considered an encouraging demonstration This is reflected in the National Core Curriculum for Early Childhood Education and that systemic change in the implementation of innovation is indeed possible. Care (2018), the National Core Curriculum for Basic Education (2016) and in the fu- ture National Core Curriculum for General Upper Secondary Schools (2021), which all aim to create a unique learning path for each learner. In practice this means implementing comprehensive learning and cross-overs between school subjects. Learning takes place across subject boundaries and learners are involved in the planning and assessment of their own learning.

26 HUNDRED.ORG HUNDRED.ORG 27 Learners investigate real 5. During the phenomenon process, the focus is on sharing what you have EXAMPLE Phenomenon model in large schools learned; the goal is to state, in concrete terms, what you have learned phenomena in the world, and how it affects the future. Portfolio learning is very important so that hiidenkivi complehensive school The idea was not that the entire school thereby adding to the building blocks the learners leave a record of what was learned during the process. in Tapanila has a total of around 840 would study the same phenomenon, pupils in grades 1 to 9. Hiidenkivi is but that themes would be chosen of their own learning. The multifaceted nature and challenging aspects of phenomena in the world require the local modern and communal school. for each grade. The school brought increasing levels of expertise, an investigative and multidisciplinary approach, and together a representative group of keeping abreast of topical issues. Phenomenon based learning challenges teachers It aims to create a phenomenon model pupils to brainstorm on what kind to cooperate across subject boundaries, and to share their expertise. Cooperation suitable for a large single-structure of interesting phenomena should be also takes place with experts outside the school; this could mean researchers, par- comprehensive school and its period studied in different grades. Around half ents or representatives of various organisations. system, and forming part of everyday of these phenomena were developed Phenomenon school activities. One phenomenon during the seminar, and the rest were lasts an entire period and is shown decided on by the teachers. The rule based learning “We want to offer children and young students in the timetables in the same way as of thumb was that the phenomenon optimal learning opportunities, and a phenomenon subject lessons. The idea was to create should not be too limited, in order to based approach offers just this. Phenomenon based a multidisciplinary approach and leave space for the pupils’ own per- learning is flexible and open to change. It emphasises the crossing of subject boundaries into spectives. Phenomena favoured by The key aspect of phenomenon based learning is the related multidisciplinary and community spirit, cooperation skills, the application a daily school routine. Objectives for the pupils included labour market skills collaborative learning process – rather than a single project or individual outcome of data, and creative and critical thinking. It will help us the phenomena primarily arise from the (9th grade), creating your own thing of what was learned. Phenomenon based learning means taking a multidisciplinary, get to the heart of the new kind of learning.” subjects’ competence-based targets. (4th grade) and forest (3rd grade).44 collaborative, investigative and learner-centred approach to world phenomena. These phenomena put learners in charge of their own learning and enable them to study multifaceted and multidisciplinary subject groupings in depth. This is why – LIISA POHJOLAINEN, EXECUTIVE DIRECTOR OF EDUCATION, CITY OF HELSINKI EXAMPLE Phenomenon course with multiple collaborators teaching periods dedicated to each phenomenon must be sufficiently long. the arctic region was the theme ities of researchers and decision-makers In phenomenon based learning, the acquisition of the comprehensive competences for the academic year 2018–2019 at the at meetings of the Arctic Council and highlighted in the curriculum can be accomplished in various ways. Phenomenon Helsinki School of Natural Sciences. This UArctic. The goal was to combine based learning consists of the following stages: subject was particularly topical that year, theory and practice, research and because Finland was chairing the Arctic meetings, and to find out how issues 1. Studying the phenomenon begins by setting common goals and specifying Council. Course participants learned should be carried forward in practice. the assessment criteria. The goals stem both from those set for about nature, human activity and the the subjects’ curricula and related to the phenomenon, and others impact of such activity on the delicate The Arctic course consisted of 34 based on the learner’s own starting points. environment of the Arctic region. They course credits which the students could 2. Learners become enthusiastic and motivated about phenomena Target group also studied the position, languages and compile from the courses they chose. through texts, images, videos, visits and brainstorming. cultures of indigenous peoples. Some of the courses were common to • Learners at all educational levels 3. They chart their personal preconceptions about the phenomenon all students. The course began with and their hopes and targets regarding it, and ask questions of their Year established (in present form) Interaction between the students and a kick-off lecture for all, and ended with own about what they want to learn. teachers of Helsinki School of Natu- a joint lecture. Other courses could be • 2018 early childhood education, 2016 basic education, 4. During the research and data acquisition stage, learners immerse ral Sciences and Ivalo general upper chosen freely. Students kept a study 2013 general upper secondary school themselves in the phenomenon by examining it, visiting museums, secondary school. Another key element diary, which formed part of the portfolio or contacting experts. The range of information is jointly categorised. was the opportunity to follow the activ- created as a by-product of the course.45

28 HUNDRED.ORG HUNDRED.ORG 29 It is important for everyone to EXAMPLE All pupils take part in developing the school

“have a voice, be heard, hear others, the management of Tapanila 1 hour per month). This was based on receive an answer, present an answer comprehensive school (grades 1–6) “compulsory” participation groups: decided to include participation lessons pupil council, environmental group, and build understanding together”. in the school timetable for all pupils media group and exercise group. and teachers. The idea is that pupils In addition to these, there were groups take part in one participation group, that served the school’s needs and together with their teachers. Participa- increased school satisfaction. tion groups enabled the pupils to affect the daily activities of their school. As a result, the pupils have learned Learners as decision makers At the same time, pupils understood to appreciate what participation the significance of taking part and and influencing mean. The sense of making a difference. community has also been enhanced by interaction across grade boundaries, This was made possible by arranging and the number of events organised Participation is clearly a common practice in the City of Helsinki’s Education Di- “When the city makes decisions about matters time for a common participation lesson by the school has increased, with pupils vision. By law, the education provider must hear pupils and students with regard that affect pupils, they also listen to what we have involving the entire school (about participating actively.46 to decisions that have a significant effect on their position, and encourage them to say. We meet politicians, write statements to become involved in their school’s operations and development. One of the key and let the adults hear how we young people feel aspects of education consists of enabling learners to have a say and be heard, and about things. We can really affect things.” EXAMPLE Pupils agreeing on exam dates to take part in the school’s activities. in ressu comprehensive school, If the pupils wish to have an exam, TH The schools, general upper secondary schools and Stadin ammatti- ja aikuisopis­to – MILJA, 9 -GRADER the teacher sums up what has been they agree jointly on the date for it. have student councils, the purpose of which is to promote opportunities to influ- studied and explains what skills must be The class must be able to reach ence matters and participate. Student council representatives also sit on the school mastered before moving onto the next an agreement on a suitable exam date. boards, contributing to the school rules and operating plans. module. The teacher then asks the pupils They may also agree on a practice les- how they would like to prove that they son and reserve time for a tutor lesson A youth council is elected at city level. The city has also decided on participatory have achieved the necessary level. The if someone feels that some aspects budgeting, where children can submit proposals and anyone over the age of 12 can pupils can decide between themselves of the course material remain unclear. vote how the money will be used. whether they wish to take an exam. Pupils approach the teacher if they The teacher can remind them that there wish to have a tutor lesson. Everyone One of the tasks of the pupil and student councils is to create and maintain are alternative evaluation methods. will have a chance to attend one.47 a pleasant atmosphere and thereby help to reduce bullying. Listening to and val- uing other people’s opinions and respecting everyone are of primary importance. Target group These democratic skills are learned and taught in group work throughout life. • Learners at basic education and upper secondary level Most schools in Helsinki have systems whereby more senior pupils support younger Year established (in present form) ones, and have various food, environmental and media groups that independently • 2016 support the operating culture’s development. Activities like this include reducing food waste, producing the school’s social media and improving school satisfaction.

30 HUNDRED.ORG HUNDRED.ORG 31 In Helsinki, language learning begins EXAMPLE Organising language teaching st in the 1 grade, and the first steps the helsinki school network Study of the first foreign language or are already made in early childhood has been planned so that a number one of Finland’s official languages (Finn- of languages can be studied in each ish or Swedish) begins in the 1st grade. education and care. of the five areas. In line with the city’s In grades 1 and 2, studying focuses on strategy, language studies are con­ activities, games, play, the joy of learn- sidered important. Each pupil has ing and developing oral language skills. a chance to learn languages and All pupils start another foreign language the language selection is wide in in the 6th grade. In addition, pupils schools. In addition to this, pupils can select another language to study, Early language learning in Helsinki can progress further then starting in grades 4 and 8. In Helsinki, the national requirement in their they can study English, Spanish, Italian, studies of common languages. Chinese, Latin, Norther Sami, French, Swedish, German, Russian or Estonian.48

Helsinki’s new language programme was launched in August 2018: all 1st-graders “Helsinki was the first city in Finland to begin will start a new language as they begin school. In Helsinki, the alternatives for teaching foreign languages from the first grade EXAMPLE Public debating in a foreign language the first new language are English, Spanish, French, Swedish, German, Northern onwards. A key aspect of this is that learners Sami, Russian, Estonian or Chinese. Before starting school, children learn about lan- have a wide selection of languages to choose from, as the volume of hate speech, organised by the Slush organisation. guages in early childhood education and care and pre-primary education through including Chinese, Estonian, Spanish, German fake news and infotainment increases, Course participants learned about play, songs, games and other activities. and French as well as English.” in social debate and politics there is compelling argumentation, self-control a high demand for genuine dialogue, and performance. Helsinki’s goal is to improve its residents’ language skills. Thanks to their strong information, source criticism and prop- language skills, the people of Helsinki will be able to cooperate in their interna- – PIA PAKARINEN, DEPUTY MAYOR FOR EDUCATION er debate based on facts. The course Each student had their own, personal tional home city and around the world in a range of languages. Helsinki is trying to discussed how to construct a good goal. The most talented students achieve this by starting language studies even earlier than before in order to make argument both under the guidance fine-tuned eight-minute speeches use of children’s natural ability to learn and speak new languages. Language studies of a teacher and in teams, and a lot of to acquire structures that have also teach children thinking and learning skills and tenacity. the time in front of an audience. This the maximum impact, while beginners was all done in English. learned to speak in English in front In every case, language teaching takes into account the learner’s age; to begin with, of an audience, extending their languages are taught through play, songs, games and activities. Language teaching Teachers were taught about the secrets speeches once they had enhanced is inspiring and requires participation. For example, pupils can select what subjects of debating through two periods of their debating skills. the language lessons cover. Assessment is there to support the pupil’s learning, and co-teaching, on the basis of the World is encouraging in nature. Appropriate use is made of digital tools to aid learning. Target group Schools Debate format. The course was The participants exceeded their expec- Early language learning emphasises oral skills, practising pronunciation and intona- taught in cooperation with the debat- tations of self: “I just talked in front • Learners at basic education tion, and the joy of learning something new. ing societies of Aalto and of an audience about inheritance tax, Year established (in present form) the . The students a subject I didn’t know anything about also took part in the Talk the Talk event previously – how did this happen?”49 • 2018

32 HUNDRED.ORG HUNDRED.ORG 33 Children attend their local daycare centre EXAMPLE Active and ‘tasty’ meeting for parents of new first-graders

or school, where they can receive the katajanokka comprehensive school meals. First there was a brief the services and support they need. school (grades 1–6) organised an active round of introductions. This was parents’ meeting, with a tour of followed by a tour of the school in the school premises. Guardians were groups. Every item on the agenda invited by the pre-primary education was discussed during the tour. For team via the school website. example, languages were discussed in the language class, handiwork in The meeting began with food tast- the handiwork class, and the groups Local daycare ing in the lunch room, in cooperation toured the social welfare premises and and school with the Service Centre that provides sports facilities.50

EXAMPLE Inclusive teaching

The idea behind the principle of children attending their local daycare centre and “Pupils learn from an early age that we are an inclusive school means a com- premises. The building must enable school is to treat all children equally, enable their participation in local activities, different, learn in different ways and at varying mon school for all pupils. The goal is to teaching differentiation and flexible and make friends in the neighbourhood. When selecting a local daycare centre or speeds, but can still do things together, ensure that each pupil receives the sup- teaching arrangements. This can be school, the key issue is that the child receives the necessary services and support form a community and learn together.” port they need within their group. This done if there are separate but intercon- as close to home as possible. A child’s local daycare centre or school may also be is a method by which pupils share their nected facilities. It is OK to be creative determined on the basis of where the child’s inclusive services can best be provided. daily school routines and form a shared about the use of school premises: not – ANNE SAVOLAINEN, TEACHER group. In the case of inclusive teaching, only the classrooms, but also the cor- Each child has the right to be cared for and educated close to home. Pre-primary all pupils study in the same group, ridors, yard, meeting rooms and gym and basic education is free. Early childhood education and care and basic education making flexible use of various premises. can be used for teaching. must promote equality between children and prevent social exclusion. Education must be accessible and provide all children with the possibility to attain the related The inclusive teaching model can be In inclusive teaching, groups are skills. The facts and skills children learn enhance participation, active membership, implemented in the form of pair work, primarily formed on the basis of the long-term friendships, taking initiative to ensure safety, and promote exercise and which benefits both the pupils and way the group functions, that is, group healthy life choices. teachers, and improves teaching quali- dynamics. It is also possible to work ty. Regardless of any need for support, in a classroom in teams – the use of Care and education are organised appropriately and flexibly by a joint decision. the objective is to make the pupils teaching arrangements is assessed Learning environments are modified, and teaching makes use of flexible groups, study together, led by the class teacher case by case. This model can also be co-teaching and staff competences, taking each child’s needs into account. and special class teacher. applied in course-form environments in Target group which groups can change in each peri- Schools have nurses, social workers and psychologists, and part-time special Implementing the inclusion model od: this means that groups can change • Learners at early childhood education and basic education needs teachers to cater for each child’s individual needs. Any support measures places higher requirements on school regularly to become more functional.51 are planned, implemented and assessed by a multidisciplinary team. To ensure Year established (in present form) a smooth learning path, it is crucial to have a proper plan for the transitions be- • 2018 early childhood education, 2016 basic education tween early childhood education and care and pre-primary and basic education. If necessary, a special needs assistant may be appointed for a pupil.

34 HUNDRED.ORG HUNDRED.ORG 35 Teachers act as spearheads of development, EXAMPLE Pop-up school in a library

training their colleagues around the city. pop-up school events are open to er helps the learner to learn and to all to learn how comprehensive schools find information. At the same time, in Helsinki go about their teaching anyone interested in the subject can duties. You can follow lessons live and learn more about it. For example, ask the teachers and learners ques- the teachers and pupils of Taivallahti tions about the learning situation in Comprehensive School presented Expert and tutor teachers Finnish or English. their method of phenomenon based learning in the Oodi library in autumn A pop-up school is a genuine learning 2019. One of the themes of the pop-up situation in which the learner is both school was the effect of the European Helsinki focuses on teachers’ professional development and school reform. As part Tutor teachers work on daily issues in comprehensive schools, mentors provide help the actor and researcher. The teach- Union on our daily lives.52 of teachers’ , the city has created developer teacher net- in general upper secondary schools, and digital agents assist in vocational educa- works to support competence development. Expert and tutor teachers operate tion and training units. Each comprehensive school has 1–4 tutor teachers support- across school boundaries and educational levels, promoting the implementation ing their colleagues. Each general upper secondary school has two tutor teachers, EXAMPLE Development of digital skills in education of the latest and best operating models. who are called mentors. The digital pedagogical team in vocational education and training guides the pedagogical utilisation of digitalisation throughout vocational the city of Helsinki supports the devel- Competence development is The network of expert teachers consists of teachers in early childhood educa- education and training. Tutors, mentors and digital agents are trained together and opment of expertise in digitalisation and supported by developer teacher tion and care, basic education, general upper secondary schools, and vocational act as a network that shares and develops expertise. information technology as part of teach- networks. These cover the entire city education and training who support schools and educational institutions in the ing and learning in a number of ways. and all levels of education. General reform of teaching. There are five teams, with a total of around 60 teachers, who More and more expertise is accumulat- education special teachers operate develop, create partnerships and share good practices, in addition to performing “The most efficient way to launch new ideas ing through daily work and its develop- at all levels of the city. The digital their own teaching duties. Managers of daycare centres, headmasters of schools and pedagogical practices is by having teachers ment in connection with care, teaching pedagogical team in vocational and educational institutions and tutor teachers can request training from expert tell their colleagues about such matters.” and studying in daycare centres, schools education and training guides the teachers for specific schools and educational institutions. Expert teachers are en- and other educational institutions. pedagogical utilisation of digitalisa- titled to have fewer regular lessons each week, in order to share their expertise tion throughout vocational edu- with other daycare centres and schools. Together with new teachers and head- – MARJO KYLLÖNEN, HEAD OF EDUCATION DEVELOPMENT SERVICES, The digital skills of teaching staff and cation and training. Tutor teachers masters, they develop operating models, learning environments and practical HELSINKI EDUCATION DIVISION headmasters have been defined at three work on daily issues in comprehen- uses of technologies. Their training consists of sharing tried and tested practices levels. The Education Division has set the sive schools, mentors help in general and handing out material. They also support the management in the implemen- target that all teaching staff will achieve upper secondary schools and digital tation of pedagogical change. the first level, 90% the second level and agents provide assistance in voca- 20% the third level by the end of 2019. tional education and training units.53 Expert teachers have been divided into five teams: Target group • Learning environments • Teachers at all educational levels • Phenomenon based learning • Language, interaction and thinking skills Year established (in present form) • Portfolio learning, assessment and comprehensive learning (PALO) • 2016 • STEAM team (S=Science, T=Technology, E=Engineering, A=Arts, M=Mathematics)

36 HUNDRED.ORG HUNDRED.ORG 37 Learners document their own learning EXAMPLE Image adventures in a self-built city

on digital learning platforms, creating in 2015–2016, learning revolved cessing by using the city we had built. various content and sharing what they around a “city” theme, which includ- We decided to make images in which ed a variety of activities. The largest the children were in the city and have learned with each other. single project in a daycare centre in an animation in which a bus drives Katajanokka involved building a city along the city streets. We started by of their own. The learners first learned taking photos. We used a tablet to about urban planning and zoning. take photos of the city from different Each child designed their own building, angles, from close by and at a distance. creating it out of recycled materials. The children were photographed Smart learning The buildings were made into a city against a single-colour background. that was painted and included roads, environments parking areas, parks, a river, a bridge Once the child’s image had been and even a graveyard! separated from the background, an application was used to superim- Manipulated photos had appeared in pose it on a photo taken of the city. Daycare centres and schools help children and youngsters to grow into the multi- “The idea of a smart learning environment is to create a newspaper in which Star Wars char- The children decided which part of faceted world around them. Technology enables individual methods of learning and a forum where technology assists the learning process; acters had taken over Helsinki, and the the city they wanted to be in. For some new ways of collaborating. The City of Helsinki offers learners equal opportunities it is not there to make things harder or make you lose Death Star was hovering over Helsinki it was important to be close to their to use smart technology in a pedagogically appropriate manner. Learners practice your focus, but to enhance the learning experience.” Cathedral. The young Star Wars experts own house, others wanted to walk in skills that will enable them to act in and influence society in the future. wondered whether the images and vid- the middle of the street now that it eo were real and concluded that no such was OK to do so, while some children With virtual reality applications, learners can be transported to distant places and – KARRI MEHTELÄ, ICT PROJECT MANAGER, HELSINKI EDUCATION DIVISION pictures could exist unless the events had an adventure in the graveyard environments or eras that would otherwise be inaccessible (such as rainforest, lunar they depicted had really happened. or were peeking from behind houses. surface, the bottom of the sea or the Middle Ages). Augmented reality tools enable We also created an animation in which pupils to plan their school yards. An immersive space makes it possible to bring This raised a genuine need to practice a bus we had built drives around targets and learning environments, which would otherwise be inaccessible, close media literacy and talk about pictures the city, picking up the children, after to learners. in the media, resulting in the idea that which all the children get off the bus we could practice image and video pro- and the bus leaves the city.54 Smart learning environments are enabling teachers to plan and implement much more versatile learning modules than previously. Learners in Helsinki have access to plenty of technology, both free and licensed digital material, and various phys- ical and virtual learning facilities that can support their learning. Smart learning environments are already used in early childhood education and care, continuing Target group throughout the learning path. • Learners at all educational levels Year established (in present form) • 2016

38 HUNDRED.ORG HUNDRED.ORG 39 Learners in comprehensive schools, general upper EXAMPLE ‘Me as a Brand’ course

secondary schools and vocational education the goal of the course is to have communicate with customers about and training practised running a game in the form students see themselves as capable your own skills, how to listen to and skilful arts professionals and the customer and work towards a goal, of play, a game or in a real environment. employees, whose expertise and work how to work in a team whose members would be of interest to various cus- know different things, and how to stick tomers and social actors. The students to a schedule. were very enthusiastic and motivated to complete real assignments for pay- The key starting point for learning was ing customers as part of the course. problem-oriented and experimental Entrepreneurial and work life skills working. Technology was utilised The participants learned about their wherever appropriate to achieve own competences, discussing skills and the course targets in terms of informa- attitudes. Most of the work revolved tion acquisition, work processes and around a real assignment: how to tools for personal expression.55 Entrepreneurial and work life skills prepare learners for future requirements once ucts for learners, which can have commercial potential. The idea is that learning they enter the labour market. Improving joint development between companies and environments do not have to be limited to school premises, but can also be located schools and educational institutions lies at the core of this issue – future working life in companies, organisations and workplaces. EXAMPLE Entrepreneur courses skills are learned though practical entrepreneurial experiences. etu-töölö Upper Secondary School Vantaa can view schools’ lunch menus. Working life requires initiative, self-guidance and an entrepreneurial approach. In “I was interested in becoming an entrepreneur focuses on entrepreneurship, which In the case of certain schools, they can terms of transversal competencies, the basic education and secondary education cur- and wanted to give it a go. On an entrepreneur has yielded some exceptional results. even see when it’s their turn to have ricula stress labour market skills, entrepreneurship and active citizenship. Identifying course, you can start a real company and begin It was awarded a prize in 2017 in Tallinn lunch. The lunch menu of some 200 your strengths improves your self-esteem and enables you to plan the kind of life that running it. We thought of a ‘Koulusafka’ (School as the only and best Entrepreneurial schools is currently available via the suits you. Entrepreneur pedagogy boosts a learner’s courage in tackling new chal- Lunch) application with which you can check School of the Year. This was the second application; in the future, the idea is to lenges, while improving their creativity, responsibility, initiative and decision-making. what’s for lunch. It’s still running.” time running that the school has expand this to cover the entire country. received a prize for entrepreneurship. All basic education pupils (in grades 8 and 9) gain a few periods of work experience, The previous prize was given in 2016. Various entrepreneurship events are lasting a few weeks, with a company. Each 6th and 9th grader also takes part in var- – MARLEENA, GENERAL UPPER SECONDARY SCHOOL STUDENT organised and the school has created ious learning environments, consisting of, for example, a miniature city in which the Of the school’s 650 students, more its own entrepreneurship education student works and receives a salary, or runs their own business and sells products to than 200 take the various entrepre- model, which is being actively devel- customers. The pupil also plays a role in a miniature city as a responsible consumer neur courses on offer. One example oped in an entrepreneurship team and citizen. Entrepreneur training is also connected to the theme of sustainable devel- of the outcomes of the entrepreneur and led by teachers. Etu-Töölö Upper opment and teaching about the circular economy. Schools, general upper secondary Target group course is the Koulusafka application, Secondary School engages in active schools and vocational education and training also provide courses and workshops with which students in Helsinki and cooperation with the actors around it.56 • Learners at basic education and upper secondary level that focus on drawing up a CV, the planning of self-branding, or starting a business. Many pupils and students also cooperate with start-ups or other companies. Year established (in present form) • 2016 In addition, they learn about corporate life through the development of their own innovations and productisation. Innovation education may also result in new prod-

40 HUNDRED.ORG HUNDRED.ORG 41 In Helsinki, the whole city is viewed as a learning EXAMPLE Forest pre-schools

environment in which learners and teachers can kanava daycare centre was Weather permitting, pre-schoolers move around freely and learn about real phenomena the City of Helsinki’s first daycare may spend almost the entire day out- centre to receive the Luonnossa koto- doors. However, the younger children in an authentic environment. naan (“At Home in Nature”) certificate, have a nap indoors. awarded by Suomen Latu, in 2016. Children in ‘At Home in Nature’ groups The curriculum adopted in 2016 is spend time in nature at least three particularly well suited for forest times a week. In practice, however, they pre-school activities. The day may go into the woods almost every day. begin with a group activity involving Whole city as a learning nature observation and a joint The groups stay in the woods two to activity; perhaps a game where environment three hours at a time. They may also the children count up and down spend time just outside in the yard. in interesting ways.57

The whole City of Helsinki can be regarded as a large learning environment in ated with the city orchestra and National Opera. The city’s sports-oriented schools EXAMPLE Art education with a mobile application which learners work actively. Instead of learning taking place only at school and in also work in close cooperation with sports clubs and federations and the Olympic the classroom during the school day, learning is now viewed as something tied nei- Committee; it is not uncommon to cooperate closely with other cultural and leisure a mobile application using location The teachers built the game in ther to time or place. time actors. data was used on a visual arts exhibi- advance: they used a map as a game tion day to prompt students to visit art platform, marked the galleries on it Helsinki wants to make the learner’s role more active than previously: in this way, galleries in Helsinki.The students were and set questions that the students you can emphasise a learner’s ownership of their own learning. To achieve this tar- “Helsinki is our learning environment. Even in divided into small groups that could answered in groups. The tasks tapped get, it is crucial to learn through authentic phenomena. Because the Helsinki Re- children go outside the classrooms choose 5 galleries out of 14. The galleries into the students’ creativity, team gional Transport Authority offers free transport to basic education groups and their and can learn in museums, theatres, libraries, streets, were marked in a map on the game plat- work and problem-solving skills, teachers during school hours, no costs are involved in travelling to the sources of shopping centres and everywhere in the city. In this form. Once they arrived at their chosen and multimedia communication. authentic phenomena. Digital applications, devices and platforms enable learning way, they learn about their home city of Helsinki.” destination, the groups viewed the The teachers also managed the game and the related work outside as well as inside the classroom. exhibition, completed the related tasks in real time by evaluating their answers and sent their work to their teacher. and giving feedback.58 A diverse natural environment, cultural history and cooperation with various sec- – LIISA POHJOLAINEN, EXECUTIVE DIRECTOR OF EDUCATION, CITY OF HELSINKI tors offer a rich learning environment for learners of all ages. All of the city’s parks, playgrounds, museums, theatres, cultural buildings and libraries are learning envi- ronments. In Helsinki, nature is nearby and available. The city’s nature schools are very popular. There are forest pre-schools where, as a rule, everything is done out Target group of doors. • Learners at all educational levels When learning moves out into the surrounding society and close to world phenom- Year established (in present form) ena, deeper learning occurs and the learning process is connected to the learner’s • 2016 own world. This also means less sitting in a classroom and more exercise than previ- ously. Learners have taken part in film-making and joint productions have been cre-

42 HUNDRED.ORG HUNDRED.ORG 43 Solutions to everyday problems other functional working methods and various forms of art increase the fun of EXAMPLE Design of a clothes collection learning and boost creative thinking and eureka moments. are sought by tinkering, building, fashion designer Riina Salmi and waste. Responsible design may concern constructing and experimenting. Learners are instructed and encouraged to select and use materials, tools, equip- art and drama teacher Helka Lundell not only the environmental impact but also ment and ICT in line with sustainable consumption and the circular economy. Design joined forces in 2019, deciding to create the effects on society at large, such as so- thinking also guides learners to grow as consumers and appreciate the significance a clothes collection together with cial participation and meaningful learning. of their choices in terms of sustainability. They can use premises where they have a group of children. The various work access to technology and digital applications in the learning process. University ex- stages included learners from differ- The collection consists of unique proto- perts, professionals in creative fields and various expert networks cooperate with ent levels of learning, ranging from types, which will be made into the first teachers and work with learners, developing their ideas and new solutions. comprehensive school to a university factory-manufactured collection to­- Design and invention of applied sciences. wards the end of 2019. Learning method, pedagogy which was created as part of this activity, “By tinkering, a student can be transformed The collection was created using 100% supports collaboration across different from a passive consumer into an active producer recycled materials: trash and textile levels of education.59 and developer. Students often think that school assignments are compulsory and it’s only when Design and invention pedagogy promotes design thinking, resulting in the design they get home that they can get to the interesting EXAMPLE Maker culture to embrace the world of new products, services and ideas. By developing learners’ ideas, we can learn stuff. At best, a school can nevertheless enable skills for the future and build a sustainable future. a learner to solve interesting challenges, learn the maker culture combines doing The City of Helsinki implemented working methods and achieve things.” things with your hands, innovation a project to bring the maker culture Design thinking looks into the future, considering how objects, items, services or and the use of technologies. Students into Helsinki schools. The pupils and experiences could be designed or made into concepts in new ways. Design is used create, experiment, innovate, learn teachers of six Helsinki schools par- as a method of solving real-life challenges. Learners take centre-stage; they are – LEENU JUUROLA, PROJECT PLANNER and share what they have learned. ticipated in the maker premises and encouraged to think in new ways and try out various ideas. Their problem-solving By making things, students can engage operations in various workshops. skills improve, and any errors are used in the learning process. Learners work in in projects that interest them, such The key observations were compiled interaction with their environment, making use of any suitable technologies. as designing a board game, and board into a manual that can be used by and playing pieces, dice and other anyone interested in the subject.60 The learner’s active approach and discovery of personal learning paths are im- equipment with a 3D printer. portant. Positive emotions, the joy of learning and creating something new give a boost to learning and even further development. The creative process teach- es critical thinking and reflection, which are important in today’s world. Thinking begins with wondering, and enough time must be allocated to curiosity and im- agination in the learning process. Interaction skills also improve in collaborative problem-solving situations. It is important to build a sustainable future, and stu- dents are instructed to take account of the consequences of their actions and their Target group impact on other people and the environment, and to innovate by devising more • Learners at all educational levels sustainable solutions. Year established (in present form) Design and invention pedagogy can be applied in handicrafts, arts and STEAM • 2016 workshops, or in multidisciplinary learning modules. Learners are challenged to come up with new solutions to problem situations. Games, experimentation and

44 HUNDRED.ORG HUNDRED.ORG 45 Student welfare services, it is important to adopt measures in a timely fashion and strengthen the bases for EXAMPLE Food jury factors and growth environments that support and protect wellbeing. the promotion of mobility, public education in Finland includes The increase in vegetarian options and school meals are key ways Preventative student welfare services are provided wherever children and young a free school meal. This is generally was prepared together with the pupils. people spend time. Services are provided on a multidisciplinary basis at all levels served at the school and the pupils 14 food juries were established in Hel- of ensuring student wellbeing. of education, taking different language groups into account. Student welfare psy- have the opportunity to influence sinki in spring 2017. Pupils on the food chologists or social workers assess learning difficulties, solve problems through what the food is like. Since the school juries tasted the new dishes. Based interaction, or support learners with mental challenges. Anticipation and early in- year 2018–2019, schools have offered on their feedback, various vegetarian terception are important. more vegetarian options, which is dishes were developed and selected now normal. for the following school year.61 Schools in Helsinki operate on the ‘Finnish Schools on the Move’ principle. Learn- Learners wellbeing ing is boosted through functional methods and by increasing exercise during each school day and when going to and from school. Each school finds its own ways of EXAMPLE Finnish Schools on the Move and healthcare services incorporating more exercise into the school day. About a quarter of all lessons are devoted to some form of physical activity every day, and this time is primarily spent at the pukinmäenkaari compre- the higher grades organise dancing ses- outdoors around the year. During breaks, pupils can play games and have equip- hensive school, pupils plan and imple- sions during lesson breaks for younger ment at their disposal. They can also prompt each other to be physically active. ment Finnish ‘Schools on the Move’ pupils, and make use of the nearby exer- A child’s wellbeing lies at the heart of all learning. Improving learners’ wellbeing in activities together with their teachers. cise facilities and school premises, where all possible ways promotes learning and a sense of belonging, and provides tools for The school organises an exercise week they can play table tennis or pool. leading a balance, active and happy life. Each child and young person is important “All adults in school are needed in support each year. During that week, there is and, regardless of their socioeconomic status or any special needs, they are offered of the wellbeing of the children and youngsters. exercise every day. During lessons, there are regular breaks the best possible services free of charge. A multidisciplinary work community makes use to get the blood circulating. Pupils can of each employee’s special competences. A group of pupils are chosen to act as use Bobles chairs and therapy balls, or Promoting wellbeing and health is stressed in the operations of the entire city. An individual adult can help a great deal, ‘prime movers’ trained at the beginning lie on mattresses. The exercise team Learners’ wellbeing is supported proactively, and in many ways on an everyday lev- by being genuinely present for someone and of the school year. Their job is to get the shares tips with teachers on active el. Learners are viewed as holistic individuals: school supports the learner’s physical, showing an interest in a young person’s issues.” others moving during breaks. Pupils in teaching alternatives.62 mental and social growth and wellbeing, and promotes the adoption of a healthy lifestyle. Student welfare services have been available to children and young people in Helsinki for more than 40 years. Free school meals, available since 1948, are part – VESA NEVALAINEN, HEAD OF STUDENT WELFARE ISSUES, of learning and the community. EDUCATION DIVISION, CITY OF HELSINKI

Multidisciplinary student welfare services provided locally maintain a good learning atmosphere and help to prevent bullying and social exclusion. Daily exercise and school meals keep pupils and students going, improve their learning performance, and help them to adopt an active lifestyle and healthy diet. School meals take ac- Target group count not only of dietary recommendations, but also learners’ participation and • Learners at all educational levels sustainable development. For example, school meals now have more vegetarian ingredients, and food waste has been reduced. Year established (in present form) • 2016 Services in Helsinki are customer-oriented and easily accessible. Wellbeing must be promoted, even before problems occur. In terms of preventing social exclusion,

46 HUNDRED.ORG HUNDRED.ORG 47 Get involved

WHAT IS A FORERUNNER? HOW TO GET INVOLVED?

Forerunners are schools, districts, cities, counties, states, or countries that develop To become a Forerunner, HundrED will run a structured research process that we policies which foster innovative practices across their classrooms at scale. These developed as an iteration of our Spotlight projects that we have been running for leaders believe that education can be improved by teachers and empower them to 3 years. We will partner with you for 6–9 months, identifying and researching your test new approaches in their classrooms. They also seek inspiration from others, innovative approaches to determine the top 10 that can be replicated by other testing innovations from other parts of the world that can make a difference for Forerunners in the network. If you’re interested in becoming a Forerunner, email their students. [email protected]

WHY JOIN THE NETWORK?

Networks increase their value the larger and more diverse they are. By becoming part of the HundrED Forerunner program, you will be joining and engaging with some of the most innovative educational leaders in the world. You will also be con- tributing your innovative approaches to a worldwide network of like-minded edu- cators to increase their global impact.

48 HUNDRED.ORG HUNDRED.ORG 49 1. Ministry of Education and Culture 2019. Extension 16. Ministry of Education and Culture, 2019. 30. The Economist. The Worldwide Educating 44. City of Helsinki, 2019. Ilmiömalli isossa 56. City of Helsinki, 2018. Etu-Töölön lukion of compulsory education. Retrieved on 1 October 2019: Finnish education system. Retrieved from: for the Future Index 2018, 2019. Retrieved from: yhtenäisessä peruskoulussa. Oppimisen toteutukset. opiskelijat kehittivät suositun koulusafka- https://minedu.fi/hanke?tunnus=OKM032:00/2019 https://minedu.fi/koulutusjarjestelma. https://educatingforthefuture.economist.com/ Helsinki oppii. Retrieved from: https://www.helsinki­ kännykkäsovelluksen. Uutiskirje. Retrieved from: 2. Ministry of Education and Culture & Finnish 17. Basic Education Act, 1998. Section 2. 31. Ministry of Education and Culture, 2019. 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